ELA+2+Lesson+4


 * Topic: Spiders **

RI.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 - Describe how characters in a story respond to major events and challenges. RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RRF.2.1 - Know and apply grade-level phonics and word analysis skills in decoding words. W.2.2 -Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1a - Use collective nouns (e.g., group). L.2.1b - Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
 * Common Core standards: **

**Suggested student objectives:** Students will be able to understand, recognize, apply, and analyze the following skills:
 * Cause and Effect
 * Summarize
 * Narrative/True Story
 * Nouns
 * Sound for "g"


 * Suggested additional readings: **
 * __ A Cache of Jewels __ __and Other Collective Nouns__ by Ruth Heller
 * __My "G" Sound Box__ by Jane Belk Moncure
 * __Anasi and the Magic Stick__ by Eric A. Kimmel (others in series)
 * __Are You a Spider?__ by Judy Allen
 * __Spiders!__ by Nicole Iorio
 * __The Very Busy Spide__r by Eric Carle
 * __Tarantula__ by Anita Ganeri
 * __Spider Up Close__ by Katie Franks

BookFlix - fiction and informational text read - aloud about spiders Study Zone - cause and effect activity Study Zone - cause and effect lesson Enchanted Learning - cause and effect printable graphic organizers Journeys lesson activities Brainpopjr - video about cause and effect Brainpopjr- video about nouns PebbleGo - log in, choose PebbleGo animals, click on link to insects and spiders Discovery Education - video about life cycle of spiders Illinois State Museum - spider photographs Enchanted Learning - printable booklet about spiders Enchanted Learning - letter G activities
 * Resource links: **

Student learning outcome: Identify and describe explicit causes in fiction. Duration: approximately 50 minutes Necessary materials: //Provided//:
 * Activities: **
 * Example Chart,
 * Independent Practice Worksheet

//Not Provided//: Teacher will review the vocabulary, “cause and effect,” and explain the meaning of “cause” (person, event, or condition responsible for a result). Teacher will model using the vocabulary, “cause and effect,” when identifying causes in __Why Do You Cry?: not a sob story__ by Kate Klise. As the story is read, chart the explicit causes and effects from the book, stopping after page 6. (Direct Teaching and Guided Practice Example chart is provided in Teacher and Student Materials below.) Ask:"How did I identify the causes in the story?" Students should respond that you looked at events from the story and thought about why they happened or what caused them to happen. Teacher and students will work together to use the vocabulary, “cause and effect,” to identify, chart, and describe the explicit causes from the middle of __Why Do You Cry?: not a sob story__, stopping at page 14. (The teacher will identify the effects and work with the class to chart the causes. Direct Teaching and Guided Practice Example chart is provided below.)
 * __Why Do You Cry?: not a sob story__ by Kate Klise
 * Chart paper
 * Markers
 * Lesson Plan
 * ===DIRECT TEACHING===
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===
 * TIP:** Encourage students to predict the causes of each effect in the story before charting explicit examples. Ask them to explain how they know--did they use the pictures and the text as evidence?

Students will listen as the teacher reads and identifies the effects in the rest of __Why Do You Cry?: not a sob__ __story__. Students will identify the causes for each of the effects that were identified by the teacher. (Student Independent Practice is provided below.)
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===

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